吳哲良蕭秋娟蕭媺妮Che-Liang WuChiu-Chuan HsiaoMei-Ni Hsiao2019-08-122019-08-122016-09-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/81690本文旨自資源班教師針對雙重特殊需求學生實施課程的實際經驗出發，取徑行動研究方法，探討資源班教師如何運用多元資源，並與資優教育教師合作，協作雙重特殊教育教學之歷程，並針對雙重特殊需求學生教學輔導，進行討論並提出建議。願予面臨相同處境的實務工作者參考，更盼教育界的共鳴，共同投入開發與支持雙重特殊需求學生的適性課程，發掘學生們的優異質地！This article showed how teachers of the resource room collaborated with teachers of gifted education through the action research process, in order to provide suitable education program for the twice-exceptional students. Further discussions and suggestions continued to provide references for teachers facing similar challenges. With the finding, hopefully educators will be able to prepare tailored education for every type of student and provide each student with the support needed.雙重特殊需求學生協作教學行動研究twice-exceptional studentcollaborative teachingaction research